200 
its variation under natural conditions is determinative 
for the rate of rotation. 
A graphic comparison of the fluctuations in the rate 
of rotation and degree of humidity showed that there 
was no connection between them under the (natural) 
conditions prevailing when the observations were 
carried out. 
From some laboratory experiments with pot-plants 
it appeared that the rotational movement is not 
different, or at any rate not essentially different, in 
the dark and in scattered daylight. 
An endeavour was made, with the minimum tem- 
perature (which “lies in the neighbourhood of 4°’’) as 
starting point, to obtain an expression of the relative 
quantities of heat, which were of importance for the 
rate of rotation. The numbers obtained, which are 
called ‘‘active quantities of heat,’’ show that there is 
a very complete agreement between fluctuations in 
these and in the rate of rotation, the fluctuations show- 
ing a perfect synchronisation under the conditions 
observed. 
Comparative experiments with twining bean-plants, 
and with Lonicera periclymenum, L., showed that a 
similar daily periodicity in the growth in length and 
rate of rotation of the stem occurred and that tem- 
perature is here also the determining factor. The 
author concludes by remarking :—‘‘It is probable that 
the growth movements in many plants living under 
climatic conditions such as ours, where great tem- 
perature fluctuations occur in a diurnal period, have 
a diurnal periodicity which follows that of the tem- 
perature.” Fe se 
EDUCATION IN INDIA.1 
| the two substantial volumes before us Mr. Sharp 
gives an exceedingly able and comprehensive sum- 
mary of the educational work done in India in the 
period 1907-12. The value of this record is enhanced 
by the inclusion of a Resolution of the Government 
of India dated February 21, 1913, summarising its 
educational policy, and forming a masterly exposition 
of its aims. A member of the Council of the Govern- 
ment of India has now been appointed with special 
charge of education, and the first incumbent of the 
post is Sir Harcourt Butler, who is to be congratu- 
lated on this very able summary. 
The impression gained from the volumes is that 
education in India has now entered on a new and 
hopeful page of its history, for the progress made 
in the past five or ten years has been very great. 
Every effort is being made not only to widen the 
area of education, but also greatly to improve its 
methods, while in the forefront the formation of the 
character of the pupils is rightly insisted on. There 
are also clear signs that in the future efforts will be 
made to raise the status of those engaged in educa- 
tion, and to make their position such that the post 
of a teacher will be much sought after, and not taken 
as a last resource, as is largely the case at the present 
time. 
India is sometimes pictured as a single country, but 
it really shows far greater complexities in education 
than Europe itself. It is computed that there are 
about thirty-eight million children of school-going 
age in the area dealt with in this report, while there 
are only 176,225 educational institutions of all classes, 
and in these six and three-quarter million pupils are 
under instruction. Almost all of these are boys, and 
the most trustworthy figures show that in 1911-12 for 
every mille of population of school-going age there 
1 Progress.of Education in India in 1997-12. Sixth Quinquennial Review, 
by H. Sharp. Vol. i.. pp. xvii+284+index; vol. ii., pp. 292. (Calcutta: 
Superintendent Government Printing, India, 1914.) Prices, vol. i., 6s. ; 
vol. il., 35. 
NO 2321 eVOlwO2i| 
NATURE 
[APRIL 23, ‘1914 
were 268 boys and 47 girls under education. Five 
years previously these figures were 227 and 32 respec- 
tively. This really represents rather rapid progress, 
though compared with civilised Europe, India is still 
very far behind in the education of its masses. 
Until recent years more attention was paid to the 
development of higher education than to that of the 
masses, but this has been largely changed during the 
past ten years, and now primary education is being 
largely fostered. 
The type of higher education at first introduced was 
unpractical, largely literary, and tended to superficial 
knowledge, and in a large proportion of the students 
it did not fit them for their work in after life. 
Various efforts at reform were made, but the first 
effective movement came from Lord Curzon when 
Viceroy of India, who in rg01 summoned a representa- 
tive conference which dealt with the whole subject of 
education from the university down to the primary 
stage. Numerous far-reaching reforms were formu- 
lated, and the history of many of the reforms is illus- 
trated in the work under review. 
One of the results of the conference was the Uni- 
versities Act of 1904, under which regulations were 
framed, which came into force about the begin- 
ning of the period which is dealt with in Mr. Sharp’s 
volumes. This Act was most bitterly opposed, but it 
is now admitted that it has produced a general and 
most important improvement in both university and 
secondary education, for some of the universities in 
India have large powers over the secondary schools 
which prepare candidates for university education, as 
they regulate the courses of study and even have 
powers of inspection, etc. It is probably true to say 
more progress has been made during these five years 
in improving and consolidating secondary and univer- 
sity education than in any previous quinquennium, for 
institutions which were working inefficiently have 
ceased to be recognised and have disappeared, while 
others have been helped and made more efficient. 
Indeed, the report indicates there have been great 
improvements in the courses of instruction in colleges 
and schools, also in thoroughness of study, in the 
more practical requirements in the study of, and 
examination in, science subjects, and finally in con- 
siderable improvements in discipline and in the forma- 
tion of character, due to the students being compelled 
to live in recognised hostels (on which much money 
has been spent) or in messes under proper supervision. 
The reforms due to the Educational Congress of 
1go1 included a large extension and improvement in 
primary education and its more efficient inspection, 
and a recommendation that greater attention should be 
paid to the teaching in and through the vernaculars. 
30th these reforms have made large progress during 
the past five years, and are undoubtedly leading to 
sounder education. Attention is now also being paid 
to manual training and nature-study. An endeavour 
| to obtain more trained teachers in all stages of educa- 
tion is occupying considerable thought, and efforts are 
being made to effect this, but when it is stated that 
there are 215,518 teachers in India, who all ought to 
be trained, the magnitude of the problem is seen to be 
almost overwhelming. 
Increased attention has also been given to female 
education, which, owing to the peculiar difficulties 
arising from the customs of the people themselves, 
has always been, and still is, in a very backward 
condition. As the result of this increased. attention 
during the five years, the number of girls at school 
has increased by 47-7 per cent., but even this large 
increase only brings up the percentage of girls at 
school to the population of girls of school-going age 
to 5-1 per cent. Strenuous efforts are being made to 
